Acquire, organize, and analyze information and use geographic tools to draw conclusions about historic or current national and global environmental change
Learning Objective: Key Understanding(s) you intend students to obtain:
Factors that contribute to cooperation and conflict among peoples of the nation and world, including language, religion, and political beliefs
Culture vs Race vs Ethnicity
Assessment Evidence
What do you want your students to know?
Students will know the vocabulary from chapter 3 of the textbook.
What do you want students to be able to do?
Students will be able to use the terms to show understanding of different aspects of culture and how it ties into economics and choices.
Use basic equations to show and reflect economic indicators and culture.
Group Accountability (Formative) How will you check to see whether your class has met your learning objectives?
Class review activity. Students can then use notes taken during the activity to trade in for the teacher’s notes to study for the test.
Individual Accountability (Summative) How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
Chapter 3 Test – “The World’s People”
Learning Plan
What key vocabulary/language will students need to know to meet the learning objective?
Multicultural, Acculturation, Famine, Command Economy, Market
Economy, Mixed Economy, One-Crop Economy, Emigrant,
Immigrant, Refugee, Popular Culture, Domestication, Subsistence
Farming, Commercial Farming, Demographers, GDP, GNP,
Birth/Death Rate, Population Density, Imports, Exports, Per Capital
Income, Interdependence, Race, Culture, Cultural Traits, Ethnocentrism, Civilization, Literacy Rate, Economic Indicators
How will you teach this key vocabulary to enable students to meet the learning objective?
During review session, use guiding questions to enable students to understand, make connections, and give definitions.
What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)
What is the difference between race, ethnicity and culture?
What are the different economic and political decisions of governments around the world?
How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class? Differentiation Options: questions, stems, sentence frames, strategies, etc.
During the Review game, students with IEP or the equivalent were given the opportunity to answer the question or differ to a classmate.
Materials/Resources Required:
Review Sheet
Test
SCHEDULE OF ACTIVITIES
Method/Strategy
Time Allotment
Split Class into groups. Hand students a single playing card as they enter the room. Red on one side, black on the other.
2 min
Overview of how the game is play. Make them aware they in order to get teacher’s notes, they have to have taken their own notes to trade.
2 min
Discuss that test is tomorrow and that this is an opportunity to prepare that needs to be continued tonight at home! Read through the chapter again.
2 min
Review Game Do everything to discuss and enable understanding for each question
38 minutes
Trade notes with students as they walk out the door
Acquire, organize, and analyze information and use
geographic tools to draw conclusions about historic or
current national and global environmental change
Calculate distance, scale and area, to inform study of historic or current national and global environments
Learning Objective: Key Understanding(s) you intend students to obtain:
Concepts such as: location, region, place, and migration, as well as human and physical systems
Assessment Evidence
What do you want your students to know?
Students will know the vocabulary from chapter 3 of the textbook.
Students will remember vocabulary from previous chapters
What do you want students to be able to do?
Students will be able to use the terms to show understanding of different aspects of culture and how it ties into economics and choices.
Use basic equations to show and reflect economic indicators and culture.
Use latitude and longitude, Cardinal directions and other key basic Geographical tools
Group Accountability (Formative) How will you check to see whether your class has met your learning objectives?
Discuss test taken
Short quiz and discussion of past information to reinforce retention
Individual Accountability (Summative) How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
Formal quiz for grade later in the week
Learning Plan
What key vocabulary/language will students need to know to meet the learning objective?
Multicultural, Acculturation, Famine, Command Economy, Market
Economy, Mixed Economy, One-Crop Economy, Emigrant,
Immigrant, Refugee, Popular Culture, Domestication, Subsistence
Farming, Commercial Farming, Demographers, GDP, GNP,
Birth/Death Rate, Population Density, Imports, Exports, Per Capital
Income, Interdependence, Race, Culture, Cultural Traits, Ethnocentrism, Civilization, Literacy Rate, Economic Indicators
How will you teach this key vocabulary to enable students to meet the learning objective?
During review session, use guiding questions to enable students to understand, make connections, and give definitions.
What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)
What is the difference between longitude and latitude and how do they locate something?
What are the connections between geographical tools and cultural differences?
How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class? Differentiation Options: questions, stems, sentence frames, strategies, etc.
Students needing extra assistance were giving the opportunity to take quiz outside the room with more time and with aid assistance.
Materials/Resources Required:
Quiz
Graded Tests
SCHEDULE OF ACTIVITIES
Method/Strategy
Time Allotment
Discuss where were headed in the next chapter
2 min
Pass back tests and go over each question
20 minutes
Formative quiz on basic Geo Principles learned early during the first chapter of test
10 minutes
Went over the quiz. Students graded it themselves and turned it in.
5 minutes
Continued discussion on moving forward into brief economic unit
Relevant Minnesota or Nat’l Content Standards:
Production, Distribution, and Consumption
Learning Objective: Key Understanding(s) you intend students to obtain:
-Students will be able to explain many real-life examples of how supply and demand affect an economy. This is a 'be able to do.' If you write, "How supply and demand affect an economy," it will be all you need here.
-Students will be able to explain the following terms: collateral, competition, credit, demand, economy, lien, market, and supply. This is a "know." You might write, "how the following principles affect economy."
Assessment Evidence
What do you want your students to know?
The vocabulary that is used to describe a market economy. List it here (or reference the fact that it's listed below)
What do you want students to be able to do?
Be able to use the vocabulary in the correct context and show understanding.
Group Accountability (Formative) How will you check to see whether your class has met your learning objectives?
Students will be assessed by indicating which term the teacher is demonstrating in their example. - Individually or collectively?
Individual Accountability (Summative) How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
-Have the students write a paragraph which requires them to use 4 of the vocabulary terms that were discussed during the example. - cool.
-Describe the main idea of the lesson including some specific important things they learned. - how will you have students do this? Will they write on a piece of paper and give it to you, will they tell you verbally, will they have a homework assignment? Will they fill out the informal assessment (of your lesson) for you?
Learning Plan
What key vocabulary/language will students need to know to meet the learning objective?
-Collateral
-Competition
-Credit
-Demand
-Economy
-Lien
-Market
-Supply
How will you teach this key vocabulary to enable students to meet the learning objective?
“Pencil Story”
What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)
How does the consumer affect the market economy?
How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class? Differentiation Options: questions, stems, sentence frames, strategies, etc.
Materials/Resources Required:
-Pencils
-Power Point
-Worksheet
SCHEDULE OF ACTIVITIES
Method/Strategy
Time Allotment
Induction: A summary of the lesson from the day before and its connection to what will be discussed today. While passing out worksheets
Did you notice the students' change in anticipation and excited energy when you two took over?
Never hesitate to gather 100% full attention before you begin. If you start to talk, pass something out, begin work on any item before you have all of them giving you all of their attention, you are letting them know that what you're talking with them about it less than completely important. Don't let them think this is ok.
Mr. Broze has established a GREAT rapport with his students. They trust him and will act according to his standards even when he is not here (This is evident).
"Everyone obviously (has seen a certain commercial)." : Really? did everyone raise his/her hand?
Students are involved with your "simulation" because YOU are involved. Great engagement.
Might you consider giving students time to write down the definition (and only focus on writing down the definition) and THEN continuing with the discussion.
Smooth move to incorporate the gift of the girlfriend.
Lance, watch that you face one direction and miss face-face time with the kids farthest to your right.
"Collateral" = "Property pledged as security." How do you know that all these students know what security and pledged mean? These word would be considered "tier 2" language. These are the words that give access to the tier three or 'content' specific vocabulary. - thank you for asking students for personal examples of collateral. This stops the process and engages them on a different level.
Lien - do kids know what a "mortgage" is? Do kids know what a "loan" is? Use (at first) the most simple terms to explain it. Give them more complex examples and then ask THEM to explain it (1) to one other person using an example, (2) in groups of four, (3) make the group choose their best example and (4) share their best example with the class. This takes a bit more time but if you know you're working with a difficult concept, it'll be worth their understanding.
2 min.
“Pencil Story” I'm pretty sure my notes up there ^ are actually meant to be here in this box. You'll be able to place them where they should be. This was a ton of fun, gents.
Thank you for asking students if they have questions and ensuring that they got all the words written down. Don't hesitate to let them know that it's ok if they have questions and it's ok if they didn't get all the definitions written down yet.
Walk around in between their aisles, up and down the rows. Kids (weird as it is) will be more likely to ask questions when you're 'with them' than 'around' them.
WHERE DID THE PARA GO?
.
15-20 min.
Time given to students to work on paragraph
12-15 min.
Worksheet asking students to explain what they learned
Would Mr. Broze let you walk around and help students find the countries they don't know while he's talking through each of the countries involved in pencil production?
How will you check to see whether your class has met your learning objectives?
How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
Economy, Mixed Economy, One-Crop Economy, Emigrant,
Immigrant, Refugee, Popular Culture, Domestication, Subsistence
Farming, Commercial Farming, Demographers, GDP, GNP,
Birth/Death Rate, Population Density, Imports, Exports, Per Capital
Income, Interdependence, Race, Culture, Cultural Traits, Ethnocentrism, Civilization, Literacy Rate, Economic Indicators
Scale, Hemisphere, Equator, Prime Meridian, Poles, Degrees
Differentiation Options: questions, stems, sentence frames, strategies, etc.
Review Sheet
Test
Do everything to discuss and enable understanding for each question
Lesson Plan 2 - New Section
geographic tools to draw conclusions about historic or
current national and global environmental change
Students will be able to use the terms to show understanding of different aspects of culture and how it ties into economics and choices.
How will you check to see whether your class has met your learning objectives?
How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
Economy, Mixed Economy, One-Crop Economy, Emigrant,
Immigrant, Refugee, Popular Culture, Domestication, Subsistence
Farming, Commercial Farming, Demographers, GDP, GNP,
Birth/Death Rate, Population Density, Imports, Exports, Per Capital
Income, Interdependence, Race, Culture, Cultural Traits, Ethnocentrism, Civilization, Literacy Rate, Economic Indicators
Scale, Hemisphere, Equator, Prime Meridian, Poles, Degrees
Differentiation Options: questions, stems, sentence frames, strategies, etc.
Quiz
Graded Tests
Return to LARS Page
Lesson Plan 3 - Economic Terms, Pencil Story
Production, Distribution, and Consumption
-Students will be able to explain many real-life examples of how supply and demand affect an economy. This is a 'be able to do.' If you write, "How supply and demand affect an economy," it will be all you need here.
-Students will be able to explain the following terms: collateral, competition, credit, demand, economy, lien, market, and supply. This is a "know." You might write, "how the following principles affect economy."
The vocabulary that is used to describe a market economy. List it here (or reference the fact that it's listed below)
Be able to use the vocabulary in the correct context and show understanding.
How will you check to see whether your class has met your learning objectives?
Students will be assessed by indicating which term the teacher is demonstrating in their example. - Individually or collectively?
How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
-Have the students write a paragraph which requires them to use 4 of the vocabulary terms that were discussed during the example. - cool.
-Describe the main idea of the lesson including some specific important things they learned. - how will you have students do this? Will they write on a piece of paper and give it to you, will they tell you verbally, will they have a homework assignment? Will they fill out the informal assessment (of your lesson) for you?
-Collateral
-Competition
-Credit
-Demand
-Economy
-Lien
-Market
-Supply
“Pencil Story”
How does the consumer affect the market economy?
Differentiation Options: questions, stems, sentence frames, strategies, etc.
-Pencils
-Power Point
-Worksheet
Did you notice the students' change in anticipation and excited energy when you two took over?
Never hesitate to gather 100% full attention before you begin. If you start to talk, pass something out, begin work on any item before you have all of them giving you all of their attention, you are letting them know that what you're talking with them about it less than completely important. Don't let them think this is ok.
Mr. Broze has established a GREAT rapport with his students. They trust him and will act according to his standards even when he is not here (This is evident).
"Everyone obviously (has seen a certain commercial)." : Really? did everyone raise his/her hand?
Students are involved with your "simulation" because YOU are involved. Great engagement.
Might you consider giving students time to write down the definition (and only focus on writing down the definition) and THEN continuing with the discussion.
Smooth move to incorporate the gift of the girlfriend.
Lance, watch that you face one direction and miss face-face time with the kids farthest to your right.
"Collateral" = "Property pledged as security." How do you know that all these students know what security and pledged mean? These word would be considered "tier 2" language. These are the words that give access to the tier three or 'content' specific vocabulary.
- thank you for asking students for personal examples of collateral. This stops the process and engages them on a different level.
Lien - do kids know what a "mortgage" is? Do kids know what a "loan" is? Use (at first) the most simple terms to explain it. Give them more complex examples and then ask THEM to explain it (1) to one other person using an example, (2) in groups of four, (3) make the group choose their best example and (4) share their best example with the class. This takes a bit more time but if you know you're working with a difficult concept, it'll be worth their understanding.
Thank you for asking students if they have questions and ensuring that they got all the words written down. Don't hesitate to let them know that it's ok if they have questions and it's ok if they didn't get all the definitions written down yet.
Walk around in between their aisles, up and down the rows. Kids (weird as it is) will be more likely to ask questions when you're 'with them' than 'around' them.
WHERE DID THE PARA GO?
.
Would Mr. Broze let you walk around and help students find the countries they don't know while he's talking through each of the countries involved in pencil production?